Grade: 10/High School Subject: Biology Author: Brianne Duffy
A Degree in Pedigrees
Standards: LS3(9-11)-6a - using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how our understanding of genetic variation has developed over time.
Context: Students are already familiar with pedigrees from prior exposure via. the selective breeding video and understanding how genetic information is passed from parent to offspring. Today, students will build on this prior knowledge through demonstrations, lecture, and creating their own pedigree. Students will work independently and with a partner. They will be assessing traits that are commonly observable and well known. This will take one BLOCK period. Students will finish assigned work for homework.
Opportunities to Learn: Materials: - large blank papers for pedigree charts - Pedigree PowerPoint - Teacher/Student reference of heritable traits (one, two)
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives: Students will understand what a pedigree is, how it is constructed, and how to read one.
Students will explain the difference between autosomal dominant, autosomal recessive, sex-linked dominant, and sex-linked recessive disorders. Students will demonstrate their knowledge of the passing of genetic disorders through families through a pedigree.
Instructional Procedures: Opening: (10 minutes) Students will have been given a list of questions to ask their families prior to this lesson. Questions would consist of, tongue rolling abilities, widows peak, eye colors, hair type, blood type, etc. I will begin the class by asking students to take out the information they gathered, and begin to prompt students to share what they learned. I will then outline the class period and begin the PowerPoint on pedigrees.
*If students did not collect information, I will have hypothetical characters prepared for students to use.
Body: (65 minutes)
Begin lecture on pedigrees.
Demonstrate how to draw pedigree based on a simple heritable trait.
Explain the project/task.
Allow students to choose their own partners.
Students will work on their pedigree charts for the remainder of class. I will facilitate around the classroom to answer questions and ensure students remain on task.
Closing: (15 minutes) We will wrap up the class by asking students if the have any questions. I will review what we had learned at the beginning of class through questioning, and will remind students of the work to be completed as homework.
The assessment will be assigned and class will be dismissed.
Assessment: Students will chose which trait they would like to construct their pedigrees on. Students will begin by determining how the trait is inherited and will then constructed their own family pedigree based on that trait. Once students have gone from their parents to themselves, they will continue their pedigrees with another student. The students would continue the pedigree based on what the outcomes would be if they were to be able to reproduce. Students will continue for 2 generations, showing a four tiered pedigree as the end result.
Students will then write a short summary based on their pedigrees.
Tiering Options:
Students could start the pedigrees from scratch as if they were to reproduce.
Paper requirements could be more or less intensive depending on level of learners.
Number of generations could be more or less dependent on student abilities.
Subject: Biology
Author: Brianne Duffy
A Degree in Pedigrees
Standards:
LS3(9-11)-6a - using given data (diagrams, charts, narratives, etc.) and advances in technology to explain how our understanding of genetic variation has developed over time.
Context: Students are already familiar with pedigrees from prior exposure via. the selective breeding video and understanding how genetic information is passed from parent to offspring. Today, students will build on this prior knowledge through demonstrations, lecture, and creating their own pedigree. Students will work independently and with a partner. They will be assessing traits that are commonly observable and well known. This will take one BLOCK period. Students will finish assigned work for homework.
Opportunities to Learn:
Materials:
- large blank papers for pedigree charts
- Pedigree PowerPoint
- Teacher/Student reference of heritable traits (one, two)
Learners: The classes are high school college prep. and honors level learners. Lessons, assessments, and assignments can be tiered based on class needs. Possible suggestions will be highlighted later in the lesson.
Environment: The learning environment is what the class is accustomed to. Students will be at their lab tables with lab groups/partners.
Objectives:
Students will understand what a pedigree is, how it is constructed, and how to read one.
Students will explain the difference between autosomal dominant, autosomal recessive, sex-linked dominant, and sex-linked recessive disorders.
Students will demonstrate their knowledge of the passing of genetic disorders through families through a pedigree.
Instructional Procedures:
Opening: (10 minutes) Students will have been given a list of questions to ask their families prior to this lesson. Questions would consist of, tongue rolling abilities, widows peak, eye colors, hair type, blood type, etc. I will begin the class by asking students to take out the information they gathered, and begin to prompt students to share what they learned. I will then outline the class period and begin the PowerPoint on pedigrees.
*If students did not collect information, I will have hypothetical characters prepared for students to use.
Body: (65 minutes)
Closing: (15 minutes) We will wrap up the class by asking students if the have any questions. I will review what we had learned at the beginning of class through questioning, and will remind students of the work to be completed as homework.
The assessment will be assigned and class will be dismissed.
Assessment:
Students will chose which trait they would like to construct their pedigrees on. Students will begin by determining how the trait is inherited and will then constructed their own family pedigree based on that trait. Once students have gone from their parents to themselves, they will continue their pedigrees with another student. The students would continue the pedigree based on what the outcomes would be if they were to be able to reproduce. Students will continue for 2 generations, showing a four tiered pedigree as the end result.
Students will then write a short summary based on their pedigrees.
Tiering Options:
Students could start the pedigrees from scratch as if they were to reproduce.
Paper requirements could be more or less intensive depending on level of learners.
Number of generations could be more or less dependent on student abilities.
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